Enlisting support
One of the ways that arts co-ordinators and teachers can help to create the right environment for the arts is to make the most of every opportunity to enlist the support of the headteacher, other staff, parents and governors.
The headteacher's support
Effective arts education occurs in schools where the headteacher really believes that the arts make a difference.
In arts-rich schools, headteachers make clear their commitment to the arts and promote this to staff, governors, pupils and parents. In practical terms, the headteacher's support can lead to:
- the support of senior management teams;
- the allocation of appropriate levels of curriculum time, staffing and finance;
- the recruitment of like-minded staff who also support the arts;
- the development of an arts team with specialist expertise.
Arts co-ordinators and teachers can help to win the headteacher's support by emphasising the arts' contribution to school improvement. For example, you could draw the headteacher's attention to the way that:
- arts work celebrates pupils' excellence and improves the physical environment;
- arts activities encourage pupils to get involved and encourage positive behaviour (you could invite the headteacher to observe classroom work that is having a particularly powerful impact on pupils' attitudes or behaviour);
- arts events attract a large number of parents to the school;
- arts experiences involve pupils and adults of all ages and backgrounds;
- arts activities can provide safe ground on which to tackle issues such as bullying and racism.
It is important to collect evidence of the impact of arts work and to share it with the headteacher and other staff. For ideas on how to do this, see Collecting and using evidence.
Other teachers' support
Arts-rich schools have identified lack of support from staff as one of the potential barriers to success. All staff -- not just arts specialists -- need to recognise the importance of the arts and be willing to help the arts team work flexibly (for example by changing the timetable to accommodate arts events, days and weeks).
You could try to involve as many staff as possible in the arts by:
- talking about your work and what you are finding;
- asking other teachers how the arts could support their work;
- getting as many staff as possible to actively participate in arts events;
- finding out about all staff's arts skills and creating opportunities for them to get involved in arts work, for example through an arts day or week.
Some arts teams have found that inviting other teachers to see a performance or a display works particularly well. Watching pupils presenting their work can give teachers great insight into how the arts encourage young people to take pride in, and ownership of, their work.
Parents' and governors' support
Schools need the support of parents and governors to help them realise their vision for the arts. Parents must be willing for their children to attend out-of-hours events and activities. In some cases, they also need to support instrumental tuition and practising at home. Governors need to understand the importance of the arts and back arts events and initiatives.
Arts co-ordinators and teachers can play an active role in gaining this support. You could:
- invite governors into school to see lessons;
- set up arts events for parents and governors to attend;
- suggest that a governor takes responsibility for an overview of arts provision;
- find opportunities for governors to be involved in arts events and training.
|
